What is Teacher Leadership? Teacher leadership is a term used in K-12 schools for classroom educators who simultaneously take on administrative roles outside of their classrooms to assist in functions of the larger school system.

1. Developing
Career
Path of
Teacher
Prepared by: ALAJAR, RIA D.

2. What isTeacher Leadership?
Teacher leadership is a term used in K-12
schools for classroom educators who
simultaneously take on administrative roles
outside of their classrooms to assist in
functions of the larger school system.
-Wikipedia

3. Teacher Leadership entails mobilizing and energizing others with the
goal of improving the school's performance of its critical responsibilities
related to teaching and learning. For improvement of a school's performance
frequently involves doing things differently from how they have been done
in the past, teacher leadership often requires managing a process of change.
Many times, improvement occurs when teacher leaders motivate
colleagues to become more skilled and thoughtful regarding their work,
encouraging them not to do things differently but to do them better. At other
times, of course, teacher leaders recognize an opportunity to institute a
practice that will improve the school's program. In those situations, teacher
leadership does require convincing others to use a new approach, but the
change process involved is not that of implementing a new program

4. Teacher leadership tasks may
include but are not limited to:
managing teaching, learning,
and resource allocation.

5. TEACHER LEADERS ADOPT ADDITIONAL ROLES VARIES IN
DEGREE AND DESCRIPTION:
1. Administration leadership
Administrative staff carries out the majority of the leadership
duties.
2. Teacher networks
All teachers collectively take on decision-making roles about
curriculum and school climate. This practice is facilitated by and
supported by an administrative leader.

6. 3. Teacher leaders
Some teachers take on individual leadership roles that directly
impact educational practices under the leadership of a school
administrator.
4. Teacher co-ops
All teachers collectively take on leadership and administrative
tasks that would traditionally be done by a principal or administrative
team

7. “Teachers who choose the path of
teacher leadership….
Become owners and investors in their
schools, rather than mere tenants.”
-Roland Barth (1999)

8. Mandates the functions, responsibility and accountability of a school head as follows:
the school head shall form a team with the school teachers/
learning facilitators, for delivery of quality educational
programs, projects and services. Consistent with the national
educational policies, laws and standards, the school head shall
have authority, accountability and responsibility crucial to the
development of teacher leadership:
GOVERNANCE OF BASIC EDUCATION ACT OF 2001
(RA 9155)

9. 1
2
Creating an
environment
within the school
that is conducive
to teaching and
learning:
Encouraging staff
development.

10. In performing tasks the
School headis “leading
not bossing”

11. Add text
Holmes 1993 describes the
features of a healthy school culture
which demands the school leader’s
attention on the morale and
motivation of teachers.

12. 3
2
1
Avoid wordy or pompous titles of middle
managers or team leaders. ‘assistant coordinator
of cross-curricular assessment and monitoring’
may mean something to whoever thought of it as
a title but as a signature on the memo it merely
invites derision
Involve junior staff in high-status tasks such
as policy reviews and evaluation exercises
School leaders should not defer
automatically to status in meeting and
discussions. Value contributions on their
merits, not on the status of the speaker
PRACTICAL APPROACHES IN CREATING A HEALTHY
SCHOOL CULTURE

13. “Motivation generates reward for recognizing
the contribution of individual teachers. The
presence or absence of recognition, reward and
trust is a more powerful factor in the professional
lives of teachers”

14. School leadership is
determining factor in
developing teacher leaders.

15. In 1997, Department of Education, Culture and
Sports (DECS) issued Order No. 57 “Implementation
of the Career Progression System for Master
Teachers. This is pursuant to Executive order No.500
dated March 21, 1978, that qualified Master Teacher I
and II may reclassified to Master Teacher III and IV on
the basis of the criteria given in the Ministry of
Education and Culture (MEC) Order No., 10 s. 1979.

16. Effective school leaders
create climates in which
change is manageable,
individual teachers are
involved and feel “reasonably
comfortable with change.

17. Criteria
for
Master teacher
DepEd Order 57,s. 1997

18. Master Teacher 1
• Master Teacher 1 for at least one year
• Very satisfactory rating (at least 33pts.)as Master Teacher 1
• Bachelor’s degree for teachers equivalent as provided in Magna Carta for Teachers,
plus completion of academic requirements for Master of Arts. (M.A)
• At least 30 points in leadership; potential and achievement, or demonstration teacher
on the division level plus 20 points in leadership and potential provided the activities
or accomplishments listed for this purpose had not been credited or used for earlier
promotions.
Master Teacher 1
• Permanent Teacher
• Bachelor’s degree for teacher or equivalent should be provided in Magna Carta for
Teachers.
• Very satisfactory performance rating for the last two years (at least 35 pts.)
• At least 25 points in leadership and potential or has been a demonstration teacher in
the district. Level plus 19 in leadership and potential.
Master Teacher 2

19. MASTER TEACHER III
• Master Teacher II
• M.A in Education or equivalent
a. Bachelor’s degree for teachers of equivalent plus 20 units in M.A
b. Bachelor’s degree for the teacher or equivalent plus at least 20
graduate units and at least 18 credit allowances.
c. Very satisfactory performance rating (at least 35 points) as Master
Teacher II.
MASTER TEACHER IV
• Master Teacher III
• At least M.A. in Education, MAT, or M.Ed.
• Outstanding performance as Master Teacher III.
• At least 60 points in leadership, potential and achievement provided the
accomplishments and achievements cited for this purpose had not been
credited for in earlier promotion.